THE ARTISTIC PROBLEMATIZATION IN THE HISTORICAL-CRITICAL PEDAGOGY: FROM INITIAL SOCIAL PRACTICE TO ELABORATED EDUCATIONAL PRACTICE

Abstract

This article reports one of the main theoretical results of a doctoral thesis in Education based on Historical-Dialectical Materialism and Historical Pedagogy-Critical and aims to present the category Artistic Problematization preceded by the categories of Theoretical Foundation and Technical Instrumentalization, through the artistic and aesthetic knowledge concepts within the philosophical thought of Dermeval Saviani’s education and  his Historical-Critical Pedagogy Theory. The philosophical dimension in this theory articulates the whole educational process school, dismembering it into critical, artistic and aesthetic categories, this work advances by proposing the Artistic Problematization as an initial step of the educational process that articulates the students' syncretic practice to the teacher’s synthetic perspectives, into the intentional and dialectical movement with focus on the elaborated social practice. Besides Saviani, this article is based on the authors of materialism such as Karl Marx and Friedrich Engels and on the Marxist aesthetic thinking of Theodor Adorno and Adolfo Sanchez Vázquez. As a result, it proposes critical-aesthetic possibilities for the initial training of pedagogues, in the triad Artistic Problematization, Theoretical Foundation and Technical Instrumentalization, respectively, reflecting on the aesthetics of world and art in the process of teaching and learning within Historical-Critical Pedagogy.